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CLIL pupils speak or at least understand Finnish at the start of the programme even if their first
language is something different. They also learn to read and write in Finnish on the first grade.
The first-graders also practice reading, writing and spelling in English, but on a very basic level
suitable for second - language learners. Many pupils continue in English - speaking or CLIL
classes in the secondary level.
The bilingual classes follow the school’s general curriculum and the general learning goals
and principles are the same as for the mainstream Finnish - speaking classes. pupil evaluation
also follows the same general principles. It is stated in the school curriculum that the language
of instruction should not affect the learning outcomes or evaluation.
The CLIL teachers in Uzbekistan are native speakers of Uzbek and have a native-like
proficiency in English. The teachers have much freedom in deciding which content to teach
in Finnish, in English, or in both languages, as long as approximately half of the instruction
is carried out in English. Generally, some contents are more suitable to learn in Finnish, such
as Finnish history and the geography of Finland and the Nordic Countries. Mathematics is
taught mainly in English, and only the most essential mathematical concepts are learned in both
languages. All CLIL pupils attend Finnish as a mother tongue lessons and L2 speakers of Finnish
take Finnish as a Second Language lessons once or twice a week.
English has an A1 language status in bilingual classes, meaning that besides content instruction
in English, the pupils attend formal EFL lessons taught solely in the target language by a native
speaker. At the time of the data collection, there was one native English- speaking teacher for the
bilingual classes. The general linguistic goal of the CLIL programme is to provide the pupil with
a functional command of the English language and the ability to use it properly and concisely
to convey meaning. This includes having knowledge about the language, listening attentively,
talking to the point, reading with understanding, and writing fluently with accurate spelling and
punctuation. The content of language learning is closely connected to the language skills needed
in other academic subjects (e.g. mathematics, history and science). The pupils should learn the
most essential concepts and contents in different academic subjects in both English and Finnish,
so that they may continue their studies in either language.
The acquisition of L2 Grammar in CLIL. Foreign language education has adopted an
increasingly communicative and intercultural emphasis during the past decades. Modern
foreign language instruction draws primarily on the principles of communicative language
teaching (CLT). The goal is to develop the pupils’ communicative competence, which has four
components: grammatical, discourse, sociolinguistic and strategic competence. Grammatical
competence includes the knowledge of e.g. vocabulary, word formation, syntax, spelling, and
pronunciation. Discourse competence involves knowledge of the conventions, coherence and
cohesion of the language. Sociolinguistic competence refers to the knowledge required to use
the language appropriately in different social contexts, such as form and function, registers and
roles, while strategic competence is the skill to use efficient communication strategies.
Communicative language teaching is based on the view that language is learned primarily by
taking part in meaningful interaction and carrying out authentic communicative tasks, defined by
Nunan as a “piece of classroom work which involves learners in comprehending, manipulating,
producing or interacting in the target language while their attention is principally focused on
meaning rather than the form”. Communicative tasks involve, for example, problem solving,
group work and collaborative learning.
List of used literature
1. Apthorp, H. ’Effects of a supplemental vocabulary programme in third grade reading/
language arts.’ Journal of Educational Research, 100:2, 67-79. (2006)
2. beals,D.’Sources of support for learning words in conversation: evidence from mealtimes.’
Child Language, 24:673-694. (1997)
3. biemiller, A.’Vocabulary: needed if more children are to read well.’ Reading psychology,
24:323-335. (2003)
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